FT MEfiDE 
GenCoI1 



OF MAINE 


EDUCATIONAL DEPARTMENT 

Guide to the Study of the Town, 
City, County, State 
and Nation 


PREPARED BY 

ORREN CHALMER HORMELL 
Professor of History and Government 
Bowdoin College 



1915 





r 






J 


STATE OF MAINE^fcy^ 


EDUCATIONAL DEPARTMENT 


Guide to the Study of the Town, 
City, County, State 
and Nation 


PREPARED BY 


ORREN CHALMER HORMELL / 
Professor of History and Government 
Bowdoin College. 


1915 

oo y a 


• ^ 


J'K:a?2 r 

•A? 

copy 2, 


Copyright 1915 
by 

ORREX CHALMER HORMELL 
All rights reserved. 



J 

JAN 19 1916 


©CI.A4a0434 





V 



FOREWORD. 


The fundamental purpose of American education will not 
have been achieved unless it helps to give to community, state 
and nation citizens who are appreciative equally of the privileges 
and of the obligations of democracy. 

There is no way of insuring the perpetuity of the institu¬ 
tions that have been established with so much of sacrifice and 
at so great a cost save by the continued teaching, generation 
after generation, of the circumstances that have led to their 
foundation and erection. 

No small part of the public school teacher’s task is that of 
presenting the facts of history and the principles of government 
in such a manner that the youth of our land will be imbued with 
an abiding faith in the basic principles of democracy. But, 
after all, only the minor part of the task of the teacher as a 
molder of citizenship will have been discharged until he shall 
approach that of arousing in the future citizen a lively interest 
in the present affairs of his country, and of implanting within 
him a solemn purpose to do his part, according to his ability, 
in the solution of its problems. 

A one sided patriotism that loudly celebrates the achievements 
of other days and is silent in the face of a present duty foretells 
nothing of constructive good for the nation’s future. Eulogies 
addressed to the flag, unaccompanied by sincere and patriotic 
devotion to clean and honest government debase rather than 
exalt the nation. Those who await a military necessity for an 
opportunity to demonstrate their readiness to serve the common 
good are sadly oblivious to the needs of their time. 

Perhaps too large a proportion of the instruction given in the 
schools in matters of citizenship has dealt with general princi¬ 
ples whose application has been so broad that the individual 
has been in danger of escaping the point of his personal priv¬ 
ileges and responsibilities. It is entirely true that few citizens 
have many occasions to give expression by voice, vote, or act 
in matters of national scope. The majority of our acts have 


2 


EDUCATIONAL DEPARTMENl 


to do with our own communities and neighborhoods. Without 
escaping the import of a larger national citizenship yet it is 
strikingly true that good citizenship must begin at home, and 
while not ending there, must have its most intense influence in 
local concern^. This guide has been prepared through a 
special legislative resolve, in order that aid may be afforded 
teachers in this most important duty of acquainting the youth 
of Maine with the facts that relate to the development of 
their towns and state, and with the requirements that their 
approaching citizenship will lay upon them. In a work that 
involves so much of local research and study the material here 
offered does of necessity leave very much for the teacher to 
discover and to arrange for class presentation. Upon the faith¬ 
fulness with which teachers approach a study of their own 
localities will depend very much the ultimate success of civics 
and history teaching. And upon that in turn will depend, in a 
very great degree, the success of the efforts of our own State 
to discharge worthily its part of the nation’s task in education, 
that of presenting a generation of men and women who will 
approach the problems of their own day with a high and en¬ 
lightened purpose. 

PAYSON SMITH, 

State Superintendent of Public Schools. 


GUIDE TO THE STUDY OF THE TOWN, CITY, 
COUNTY, STATE AND NATION. 


TOWN. 

I. Map. [Historical Geography.] 

H. History. 

HI. Population. 

IV. Industries. 

V. Government, Organization of. 

VI. Government, Services rendered by. 

VH. How the Services are paid for. 

I. Map [Historical Geography.] 

Draw or procure a large outline map of your town, 
indicating the boundaries, rivers, and town center 
(or village). 

Keep for future additions. 

II. History. 

1. What was the origin of the name of your town? 

2. When and by whom was the first settlement made? 
Locate it on your town map. 

3. Find out what you can about the personal history 

of the first settlers; place from.which they came; 
motives for coming. 

4. What difficulties had the first settlers to overcome ? 

5. What were the early health conditions? 

6. What determined the location of the town center 

or village? Is the present location the original 
one? If it is not why was the location changed? 

7. What were the chief industries during the early 

history of your town? Compare with present 
industries. 

8. What industries, which have since declined, suc¬ 

ceeded in the early history of your town ? What 
caused the decline? 



4 


EDUCATIONAL DEPARTMENT. 


9. Describe the homes of the early settlers; houses, 
furniture, cooking utensils, etc. 

10. Describe the early customs in dress, amusement, 

entertainments, etc. 

11. When and where was the first church or meeting 

house built? By whom? By what denomina¬ 
tion? Describe the religious services and com¬ 
pare with those of today. 

12. Did the form of church organization influence the 

form of town government? 

13. Why did the town form of local government pre¬ 

vail in Maine? 

14. When and from whom was the town charter of 

incorporation received? Ask the town clerk to 
show you a copy of it. 

15. When and where was the first town meeting held? 

Can you find a record of it? Describe its pro¬ 
ceedings and compare with a modern town meet¬ 
ing. 

16. What relations did the inhabitants of your town 

have with the French and the Indians during the 
Colonial period? 

17. Make a list of the inhabitants of your town who 

have won a state or national reputation and find 
out what you can about their lives. 

18. What are the points of historic interest in your 

town ? Are they suitably marked ? What is 
being done toward marking them? 

19. What is being done to preserve historical materials 

in your town by: 

a. Library associations? 

b. Historical society? 

c. Individuals ? 

How can you help? Interview old inhabitants, 
(sea-captains and others) for personal reminis- 
censes and local traditions. 

S,ources of information. 

1. Local histories, [Inquire at the town library.] 

[See below p. 55.] 

2. Local matters in state histories [See below p. 55.] 


GUIDE TO CIVICS. 


5 


3. Interview old inhabitants, (sea-captains and oth¬ 

ers) for personal reminiscences and local tradi¬ 
tions. 

4. Earle, Alice Morse—Series of books on Colonial 

Life. 

III. Population. 

1. What was the population of the town according to 

last census? 

2. Indicate by chart similar to the following the 

fluctuation in the population of your town 
according to the decennial census: 



























6 


EDUCATIONAL DEPARTMENT. 


(a) In the above town population was 227 in 

1800 and 5257 in 1870 and 3549 in 1910. 
It was a seafaring and lumbering town. 
There was a rapid increase in population 
during the years when the American mer¬ 
chant marine prospered and a decrease with 
the decline of American shipping and lum¬ 
bering. 

(b) Does the chart of your town show a decrease 

or increase in population? When? What 
were the causes? What relation had the 
fluctuation in population to the changes in 
industries ? 

3. What are the advantages of an increased popula¬ 

tion ? 

4. What movements, if any, are being made to induce 

people to settle in your town? 

5. What proportion of the population is male? 

Female? Over fifteen years of age? Over 
sixty years of age? 

Source of information. 

(a) Maine Register. 

(b) United States census reports. 

(c) Interview older inhabitants regarding early 

conditions. 

(d) Personal observation and inquiry of leading 

citizens. 

IV. Industries. 

1. By what industries are the people of your town 

supported ? 

2. Which are dependent upon natural resources 

(water power, mineral deposits, etc.) ? 

3. How do you account for the establishment of in¬ 

dustries not dependent upon natural resources? 

4. Visit the important industrial establishments in 

your town. Note the number of employees 
(number of men, women, children) ; the prin¬ 
ciple of division of labor with its advantages and 
disadvantages; devices for protecting employees 


GUIDE TO CIVICS. 


7 


from injury and disease. Find out if possible 
the total pay roll in some one establishment and 
the aggregate in all establishments in some one 
industry in the town. 

5. Are the manufacturing establishments owned by 

citizens of the town? 

6. How does the system of manufacturing in your 

town differ now from that of the colonial and 
early nineteenth century periods? 

7. How many people are engaged in manufacturing? 

8. What was the total assessed valuation of manu¬ 

facturing industries in your town last year? 

9. How many people in your town are engaged in the 

profession of law? Medicine? 

10. How many banks are there in your town? What 

is the capital stock of each? How many people 
are engaged in the banking business ? 

11. How many people have deposits in savings banks 

in your town? What is the total amount of such 
deposits ? 

12. How many people are engaged in the fishing indus¬ 

try in your town? 

13. How many people engaged in wholesale and retail 

mercantile business? How much money is there 
invested in such business ? 

14. What proportion of the inhabitants of your town 

are engaged in agriculture? Is it a decrease or 
increase over that of 1820? 1850? 1880? If so,, 
why? 

15. What are the chief agricultural products of your 

town? Total valuation last year? 

16. What products were raised formerly which are not 

now raised ? Why the change ? 

17. Are there any abandoned farms in your town? If 

so, to what uses are they being put ? 

18. What per cent of the agricultural population is 

engaged in dairying? In fruit raising? 

19. Find out if possible the total value of farm pro¬ 

duce in your town last year. 


8 


EDUCATIONAL DEPARTMENT. 


20. What products of the farm are sold directly to 

the consumer? What to the “middlemen”? 
Does the parcel post aid the farmers of your 
town to sell directly to the consumer ? What are 
the advantages of selling directly to the con¬ 
sumer ? 

21. What was the assessed valuation of agricultural 

property last year? Compare with that of manu¬ 
facturing industries. 

22. How is the state aiding the farmers to increase the 

productivity of their farms? What experiments 
are being made to advance agricultural interests ? 
What are “farm demonstrations”? Where car¬ 
ried on ? By whom ? 

23. Is there a Grange in your town? If so, what is it 

doing for the agricultural interests of the town? 

24. What other organizations, if any, are there among 

the farmers for the purpose of advancing agri¬ 
cultural interests? 

25. What are the railroads doing through their Indus¬ 

trial Departments to advance agricultural inter¬ 
ests in Maine? 

Sources of information. 

1. Local histories. 

2. Town reports. 

3. State reports. 

(a) Commissioner of Agriculture, Annual Re¬ 

port. 

(b) Agricultural Experiment Station, Annual 

Report. 

(c) Department of Labor and Industry, Report 

of. 

(d) Bank Commissioner, Annual Report. 

(e) Commissioners of Fish and Game, Annual 

Report. 

(f) Board of State Assessors, Report of, (Con¬ 

tains valuable statistics.) 

4. Interview citizens of town. 

5. Personal observation. 


Chart of Officidh of the 
Town of Brunswick. 



Appointed by The Governor 
and his Council. 


Selectmen. 


/Sitperinfeiulii 
5c ocl 
, CcTnmil’t'ee 


Assi 5 'tinT 
Assessors 


/ 




T, 


rei5urer 


Tc 


OTYp 


enf 1 


Collecfof 


\ 


Board 

of 

Tr asTtes 
'inter 
d / Strict 


Ccm-mis- 
s Ion^r 

tf 


Inspector 

cf 

/Wi Ik 


P'£ 

Officer 


Boa rd 

c-f 

Health 


Seiler of 
Wd^rhts 

It- 

/Measures 


Bui Idin^ 
Jns^etfor 


Ccnstihles 


Chief 
and all 
Po lice 


Truant 

Officer 







f err dent 

Schoois 



CiC^huftee- 

of 

Twe /ve. 


Any 

Comm I'fieti 
■fb he. 

dffpc'i hf«d. 


Toirn •Clerk 


fiudifars 


Modentcr 


Fire 
Wardens 


renteV • •mrril 
A^csskr^rsef 
VVoa^+Sor^i 
of 


Weeper 
of 
A^mshok.se 


^»-ryey«rs of 
lumber 

Ciipbairds. 


[ appointive officiala. elective cfficials. 
















































GUIDE TO CIVICS. 


9 


V. Town government. 

A. Corporate character of the town. 

1. When was your town granted a charter of incor¬ 

poration ? By what body was the charter 
granted ? 

2. What rights and duties of the town are stated in 

the charter of incorporation? 

3. What are the town by-laws? Get a copy. What 

is the result of a conflict between town by-laws 
and state law? 

4. Can the state take away the charter of your town ? 

If so, how? If so, why has it the authority? 

5. In case your town desires a city form of govern¬ 

ment by what proceedings can it secure the 
change? How could a city form of government 
be changed to a town form ? 

Sources of information. 

1. Acts and resolves of the legislature of the State 

of Maine. (See under Private and Special Laws 
of the year in which your town was incor¬ 
porated the legislative “Act to Incorporate” your 
town.) 

2. Maine Townsman (Revised edition) Loring, Short 

& Harmon, Portland, 1910. 

3. By-laws of your town. 

B. Town Government, Organization of. 

I. Make a diagram of the government of town similar 
to that of the town of Brunswick. 


lO 


EDUCATIONAL DEPARTMENT. 


2. Make a diagram similar to the following. Fill it 
out and keep for ready reference. 

TOWN OFFICIALS. 


ELECTIVE. 

Office. 

1 

Official. 

Term— 
length of. 

No. of terms of 
present official. 

Total years of 

service. 

Partisan or 

non-partisan. 

Salary. 

Qualifications. 

1 . 








2. 








3. 
















APPOINTIVE. 


1 

j 




1 

1 

1 




3. Town meeting. 

a. How is the annual town meeting called ? 

How may special town meetings be called ? 

b. What is the warrant? Who prepares it? 

Get a copy of the last warrant. Note the 
different kinds of provisions. May the 
town legally act on any matter not con¬ 
tained in the warrant? 

c. Describe the procedure in a town meeting. 

d. Who may vote in a town meeting? What 

determines the right to vote in a town ? 

e. Approximately what per cent of the legal 

voters of the town attended the last regu¬ 
lar town meeting? The last special town 
meeting ? 

f. Government through the town meeting is 

best adapted to what sized town? May a 
town be too large to be well governed 
through the town meeting? 

























GUIDE TO CIVICS. 


II 


g. W hat are the advantages and disadvantages 
of the town form of government? 

4. How the town offices are filled (See Diagrams 
pp. 9-10). 

a. Town election. 

1. When is your town election? 

2. Where is it held? 

3. Make a diagram of the voting place, noting 

the location of booths, ballot boxes, en¬ 
trance, exits. 

4. Wffiat officers have it in charge? 

5. In casting his vote what does the voter say? 

To whom ? 

6. What is said to the voter ? By whom ? Are 

printed ballots used ? Get a sample ballot. 

7. How is a “split” ticket voted? 

8. Who makes the ballots? 

9. How do the names get upon the ballots? 

b. Work of political parties in town elections. 

I. Are there permanent political party organ¬ 
izations in your town ? What officers and 
committees have they? 

2. What are party caucuses ? How are they 
conducted in your town? 

3. Is the election in your town partisan or non- . 
partisan ? What were the “issues” at last 
election? Were they local? Are there 
any reasons why national parties should 
control town elections ? What are the 
arguments against such control? What 
are the arguments for it? 

c. In filling the appointive positions are the same 

officials appointed so long as they are honest 
and capable or are there frequent changes? 

If frequent changes upon what grounds? 
What are the effects of frequent changes? 
[See diagram p. 10.] 

Sources of information. 

1. Town charter of incorporation. 

2. Maine Townsman. 


12 


EDUCATIONAL DEPARTMENT. 


3. Local newspapers (see files). 

4. Town by-laws. 

5. Revised Statutes of the State of Maine. 

6. Warrants for town meetings. 

7. Annual town report. 

8. Ballots. 

9. Personal investigation and observation. (This is 

the most important source.) 

VI. Services rendered by the town. 

The services rendered by the town may be conveniently 
arranged under the following headings: 

I. Health. 2. Town planning. 3. Charities. 4. 
Schools. 5. Keeping of peace and order. 6. Fire pre¬ 
vention and protection. 7. Public works. 

I. Health. 

a. What is the death rate per 1000 inhabitants 

in Maine? Is it higher or lower than in 
the neighboring states ? Compare the 
death rate in your town with the average 
in the state. With that in neighboring 
towns. 

b. What effect have geographical conditions up¬ 

on the health in your town? Compare 
those conditions now with those existing 
during the early history of the town. 

c. What are the provisions of the town by-laws 

relating to the preservation of health? 

d. What town officers are especially entrusted 

with overseeing the preservation of 
health ? In what way are they assisted by 
other town officers? 

e. Water supply. 

1. What are the more important reasons 

why good health is largely dependent 
upon pure and copious water supply? 

2. What are the dangers arising from im¬ 

pure water? What communicable 
diseases are often traced to impure 
drinking water? In which is the 



GUIDE TO CIVICS. 


13 


danger of pollution greater, public 
water supply or private wells ? Why ? 

3. What are the sources of the water sup¬ 

ply in your town? 

4. What is done by the town to prevent 

pollution of the water supply? What 
inspections are made and by what 
officials ? 

5. Why is it necessary for the state to aid 

the towns in securing and preserv¬ 
ing a pure water supply? Point out 
some of the things done by the state 
to secure and preserve pure water 
supply. 

f. Pure air. 

1. What if anything is being done to elimi¬ 

nate : 

(a) Smoke nuisance from factories and 

railroads ? 

(b) Poor ventilation in factories, stores, 

schools, etc. ? 

2. How is your school room ventilated? 

Can the method be improved? 

g. Milk supply. 

1. What are the dangers from impure milk? 

2. What are the town by-laws and state 

laws relating to milk? Are they en¬ 
forced in your town? 

3. Are the dairies in your town inspected? 

By whom? Where can you find the 
report of the inspector? 

h. Pure food. 

1. Are the grocery stores and meat markets 

and restaurants in your town kept 
in a cleanly condition? (Food pro¬ 
tected from flies,—refrigerators kept 
clean, etc.) 

2. Do the town by-laws make any provision 

concerning care of food in stores, 
markets, etc. ? 


14 EDUCATIONAL DEPARTMENT. 

3. What officers, if any, inspect conditions 

in stores, etc. ? How often ? With 
what results? 

4. What service does the state render in 

relation to pure food? The national 
government ? 

i. Garbage and other refuse. 

1. What is the relation of accumulated gar¬ 

bage to the fly pest? In what way 
does the house fly endanger health? 
What other evils arise from accumu¬ 
lated garbage? 

2. How is garbage usually disposed of on 

the farms? Can you offer any sug¬ 
gestion for a more sanitary disposal 
of the garbage on the farm? 

3. How is garbage disposed of in your 

center or village ? Are the provisions 
adequate ? 

4. Is there a sewer system in your town? 

If so, are all houses required to be 
connected with it? What are some 
of the dangers arising from the cess 
pool ? Into what does the sewer 
empty? What objections are there 
to emptying the sewer into the 
streams ? 

5. What officers have charge of laying of 

the sewers, repairing, etc. ? 

6. What provisions, if any, are made for 

cutting of weeds on the borders of 
the highways and streets and in 
alleys? What officials have charge 
of it? 

7. What provisions are made for the re¬ 

moval of waste paper, tin cans, dead 
animals and other refuse from high- 
• ways, streets, alleys and other public 

places ? 


GUIDE TO CIVICS. 


15 


8. What relation have tin cans in back 
yards to the mosquito pest? How 
does the mosquito endanger health? 

j. Provisions for medical inspection. 

1. How are contagious diseases cared for 

in your town? By whom? 

2. Is there any medical inspection in your 

schools (for defective nasal breath¬ 
ing, throat trouble, defective teeth, 
defective vision and for contagious 
and communicable diseases) ? If so, 
what benefits have resulted from such 
inspection ? 

3. Does your town furnish a community 

nurse to care for sick among the 
poor? Is there a need for such 
a nurse? 

k. Responsibility of the individual for good 

health, or how the individual may sup¬ 
plement service of town. 

1. How may the home best be ventilated— 

especially the sleeping rooms? 

2. Keeping the back yard free from refuse. 

3. Removing breeding places for flies and 

mosquitoes. 

4. To what extent may a neighborhood be 

freed from flies through the codpera- - 
tion of all ? 

5. Cutting weeds on vacant lots. 

6. Personal hygiene,—care of teeth, bath¬ 

ing, etc. 

The following health creed of Indian schools suggests ways 
in which the child may aid in the preservation of health. 

SIGN AND PASTE IN YOUR READER 
Recommended by the Indiana State Board of Health 

THE STUDENTS HEALTH CREED 

I believe my body and good health are sacred. If I am sick it will 
very probably be because I have violated some one or more of nature's 
laws of health. 


i6 


EDUCATIONAL DEPARTMENT. 


I will study natures laws of health and will obey them’ for my 
own sake. 

I will not suck my fingers, or pick my nose or wipe my nose on my 
hand or isleeve, for these practices are uiTsanitary and very impolite. 

I will not wet my fingers in my mouth when turning the leaves or 
books. 

I will not put pencils in my nVouth nor wet them with my lip'b. 

I will not put pins or money in my mouth. 

I will not buy nor use chewing gum nor buy and eat cheap candies. 

I will only use my mouth for eating good plain food, drinking puic 
water and milk, and for saying gobd and kind words. 

I will always, chew my food thoroughly, and never drink whiskey 
or wine. 

I will strive against the habit of “clearing my throat” because it is 
nearly always unnecessary, and may be disagreeable to others. 

I will not cough or sneeze without turning my face and holding a 
piece of paper or handkerchief before my mouth. Polite people never 
cough in public if they can prevent it. 

I will keep my face, hands and finger nails as clean as possible. 

I will not spit on floors., stairways or sidewalks, and will try nO't 
to spit at all: ladies and gentlemen do not spit. 

I will wash my mouth every morning on getting up and at night on 
going to bed, and will use a tooth brush if I can get one. 

I will be clean in body, clean in mind and avoid all habits that may 
give offense to others. 

I will get all the fresh air I can and will open wide my bedroom 
windows when I go to bed'. 


Name of Student 

2. Town planning, (Civic Beauty.) 

a. What natural scenery adds to the civic 

beauty of your town? What is being 
done to preserve it? 

b. What, if anything, is done by the town con¬ 

cerning planting and preserving trees 
along the streets and highways ? By what 
officials ? 

c. Does the town government in any way over¬ 

see planning, locating, or laying out of new 
roads, streets, walks, with the purpose of 
beautifying the town? 

d. What is the policy of your town relative to 

bill boards and other unsightly advertis¬ 
ing? 



GUIDE TO CIVICS. 


17 


e. Is there a ‘‘Village Improvement Society” in 

your town ,or any other unofficial organ¬ 
ization having for its purpose the aesthetic 
interests of the community. If so, how is 
organized and what does it accomplish ? 

f. How much did your town spend last year for 

the purpose of beautifying the town? 

g. What can you do to advance the civic beauty 

of your community? 

h. Make a survey of the homes in your com¬ 

munity noting care of lawns, flower gar¬ 
dens, weeds, conditions of alleys, back 
yards, barn yards and wood lots. In such 
matters how does your neighborhood com¬ 
pare with other parts of town? [Let the 
pupils write a description of the best kept 
lawn in the neighborhood; the dirtiest 
back yard.] 

Charities. 

a. Indicate on map location of poor farm and 

other charitable institutions. 

b. How many persons (“poor in the house”) 

were totally dependent upon the town for 
support last year? How many (“poor out 
of the house”) were partially dependent? 
Is it a decrease or an increase over the pre¬ 
vious year ? 

c. Find out as fully as possible the causes of 

pauperism in your town. Is it possible to 
remove any of the causes? 

d. What officials have charge of the “poor de¬ 

partment” in your town ? 

e. What records are kept and what reports 

made? 

f. What did the care of the poor cost the town 

last year? Such cost was what per cent, 
of the total expenditures of the town ? 

g. Is there a “work house” in your town? 

House of correction? Almshouse? Or¬ 
phans home? 


l8 EDUCATIONAL DEPARTMENT. 

1. Who has charge of each? 

2. How, by whom and upon what grounds 

may a person be committed to each? 
(Get a blank form of an “Order for 
commitment”). 

3. How do inmates spend their time in each 

(work performed, instruction re¬ 
ceived, etc.) ? Procure copies of all 
blank forms used by the various offi¬ 
cers and institutions. 

k Make a list of the private charity organiza¬ 
tions or institutions in your community. 
What services are rendered by each ? Do 
they work together and in cooperation 
with the poor authorities of the town or 
separately and without consideration of 
the work done by the town ? What are the 
advantages of cooperation in charity ser¬ 
vice ? 

4. Schools. 

a Place on your map the location of the first 
school in your town. Was it public or 
private? Compare, if possible, with your 
school with regal'd to length of term, sal¬ 
ary of teacher, subjects studied, etc. 

b. To what extent has the town complete 

control of the schools, determining the 
course of study, qualifications, salary and 
appointment of teachers? To what extent 
does the state legislature control schools? 
What officers outside of the town partici¬ 
pate in the control of schools? 

c. To what extent do the voters directly control 

school afifairs through the town meeting? 

d. What town officials have charge of education 

in your town? What salaries do they re¬ 
ceive? What qualifications has each for 
rendering efficient service? 

e. Is it the policy of the town to keep the same 

official in office for a long period or to 


I 


GUIDE TO CIVICS. I9 

make frequent changes? What is the 
effect of the policy? 

f. How much do the public schools of your 

town cost? How much goes to common 
schools ? How much to high schools ? 
How much does your school cost the 
town ? What per cent of the whole cost of 
education is it? 

g. If possible estimate the amount spent on your 

education last year. Who paid it? Why 
should the property of a bachelor be taxed 
for school purposes ? Property of a non¬ 
resident? What per cent, of the total ex¬ 
penditures of the town went to the support 
of the schools last year. 

h. How much state aid do your town schools 

receive? Your own school? 

i. Are your schools graded? What advantages 

has the graded system over the ungraded 
system ? 

j. Are the rural schools in your town consoli¬ 

dated ? What are the advantages and the 
disadvantages of consolidation? 

k. What per cent, of those completing the gram¬ 

mar grades in your town last year entered 
high school ? What reasons are given by 
those who did not enter high school ? 

l. What private schools are maintained in your 

town? What control, if any, has the town 
over them ? 

5 . Keeping peace and order. 

a. The town is not only charged with the duty 
of enforcing its own by-laws but in cer¬ 
tain cases it acts as the agent of the state 
in enforcing state laws. Make a list of the 
provisions in the town by-laws or ordi¬ 
nances relating to keeping the peace and 
order. Find a number of state laws in the 
enforcement of which the town authorities 
aid. 


20 


EDUCATIONAL DEPARTMENT. 


b. Name the town officials charged with keep¬ 

ing peace and order. 

c. Describe the organization of the police de¬ 

partment. 

d. How is a warrant served ? By whom may an 

arrest be made? Before whom is the 
prisoner taken? Over what kind of of- 
le.ices has die local court jurisdiction? If 
the local court has jurisdiction what is 
done with the prisoner awaiting trial? If 
it does not have jurisdiction, what disposi¬ 
tion is made of the prisoner? 

e. What was the total number of arrests during 

last year? What was the number of con¬ 
victions resulting from arrests? What 
was the cost to town? 

f. In case the local authorities are unable to put 

down disorder upon whom would they 
call for assistance? 

6 . Fire prevention and protection. 

a. What were the chief causes for the fires in 

your town last year? May any of the 
causes be removed? 

b. What was the property loss caused by fire in 

your town last year. 

c. Building laws. From your town by-laws and 

state statutes make a list of provisions re¬ 
lating to buildings (fire escapes, etc.) Is 
there a building inspector in your town? 

. If so, what service does he perform. 

d. Is the water supply adequate for any emer¬ 

gency during a fire ? Locate on your map 
the portion of your town protected by hy¬ 
drants. Should people be prevented from 
watering lawns during a fire ? 

e. How is the rural portion of the town pro¬ 

tected? What assistance does the state 
render the town in the prevention of fire ? 

f. Describe the organization of the fire depart¬ 

ment. (See diagram and outline pp. 
9 - 10 .) 


GUIDE TO CIVICS. 


21 


Public works and public property. 

a. Streets and highways. 

1. To whom do they belong? 

2. What are they used for ? Examples : 

a. Thoroughfares for traffic. 

b. Sidewalks. 

c. Sewers and gutters. 

d. Right of way for water pipes and 

other public utilities. 

3. What is the total mileage of highways 

in your town? Number of miles im¬ 
proved? Number unimproved? Num¬ 
ber of miles improved last year? 

4. What are the chief advantages to the 

community of good roads and good 
streets ? 

5. Compare early methods of highway im¬ 

provement with present methods. 
What materials furnish the best cover¬ 
ing for the highways? What materials 
are used in your town? 

6. What town official or officials have 

charge of repair and improvement of 
highways and streets? 

7. How is the appropriation for highways 

and streets made? 

8. Who pays for the improvement of high¬ 

ways and streets ? How much was 
expended by the town last year upon 
highways and streets? What propor¬ 
tion of total expenditures? 

9. What is the state doing to aid the towns 

in buildings highways? How must 
state aid did your town receive last 
year for highway building? 

b. Sidewalks and gutters. 

1. To whom do they belong? 

2. Who provides for their laying and repair¬ 

ing ? Who oversees the actual work ? 

3. Who pays the cost,—(town or adjacent 

property owners) ? 


22 


EDUCATIONAL DEPARTMENT. 


4. Is it illegal to ride on sidewalks on bicy¬ 

cles or motor vehicles? Who has the 
power to declare it illegal? 

5. Who keeps them free from ice and snow 

and refuse? Who pays for it? 

6. In case a merchant obstructs the side¬ 

walk what legal steps could be taken 
to secure the removal of the obstruc¬ 
tion ? 

c. Public property. 

1. Public buildings. 

Town hall, library, fire and police sta¬ 
tion, etc. What officials have charge of 
the buildings, care and supervision of 
them? Find out the date of the building 
of each, cost, method of raising money 
for and amount of the debt (if any) still 
remaining. Wffiat did the care of the 
public buildings cost the town last year ? 

2. Other public property. 

What other public property, (such as 
parks) is owned by your town? 

d. Public utilities. 

1. Place in separate columns the utilities 

owned by town and those owned by 
private individuals or corporations. 
Which public utility lends itself most 
readily to public ownership? Why? 

2. Water works. 

a. Are they publicly or privately 

owned ? 

b. If owned by the town what did they 

cost ? 

c. Are they owned solely by the town 

or jointly with other towns form¬ 
ing a water district ? 

d. If the town does not own water 

works what legal steps must be 
taken by the town to transfer the 
ownership to the town? 


GUIDE TO CIVICS. 


23 


e. What are the advantages, if any, of 

public ownership over private 
ownership ? 

f. If publicly owned, what does the 

water used for public purposes cost 
the tax payers per annum. 

g. What rates are charged the private 

consumer? Are meters used or is 
a flat rate charged? Which is the 
better system? Why? 

h. If the water works are privately 

owned what control has the town 
over them ? Ask the town clerk to 
show you a copy of the franchise 
and find from it what the provis¬ 
ions of the contract between the 
town and water corporation are? 
Find out, if possible, what the 
town received for the use of its 
streets for the conduits, etc. 

i. Why has the water supply company 

essentially a monopoly of the ser¬ 
vice ? 

3. Electric lights and gas works. 

a. How are the streets and public build¬ 

ings lighted? (By electricity, gas 
or otherwise?) 

b. Are the works owned by the town or 

by a private company ? 

c. If owned by the town, what officials 

have charge of them? What did 
the plant cost the town ? How did 
the town pay for it? How much,, 
if any, is the present debt on the 
plant? Does the town furnisk 
lights to the citizens ? 

d. If owned' by a private corporation, 

what are the provisions of the 
franchise concerning the use of 
streets for carrying wires or pipes. 


24 


EDUCATIONAL DEPARTMENT. 


services rendered the city for use 
of streets, specifications for under¬ 
ground wires, etc? 

e. What rates are charged? Compare 
rates with those charged in other 
towns in Maine; in a town in some 
other state. 

4. Telephone service. 

a. What control, if any, has the town 

over the telephone service 

b. What are the provisions of the fran¬ 

chise ? 

c. What are the rates paid by patrons? 

Compare rates with those charged 
in other towns in Maine; in some 
other state. 

5. Transportation utilities. 

a. What were the chief means of trans¬ 

portation when your town was in¬ 
corporated? What changes have 
taken place since then ? Such 
changes are the result of what in¬ 
ventions ? What has been the 
efifect upon the life of the town of 
the changes in the system of trans¬ 
portation ? 

b. What jurisdiction has the town over 

electric railroads running within or 
through its borders. 

c. What privileges possessed by the 

transportation company are re¬ 
ceived from the state? 

d. Ask the town clerk for a copy of the 

franchise given to the transporta¬ 
tion company. Note: i. Time 
during which franchise is to run 
(short term, long term, perpetual 
or indeterminate). 2. Guarantees 
for good service. 3. What, of 
anything, does the company pay 


GUIDE TO CIVICS. 


the city for its franchise (if not in 
money, in service, repair of streets, 
removal of snow, etc.) ? 

Sources of information. 

1. Town annual report. 

2. Town by-laws. 

3. Maine Townsman. 

4. Franchise in Town Clerk’s office. 

5. Blanks and forms used by officers having charge of 

the above services. 

6. State Board of Health, Report of. 

7. State Board of Charities and Corrections, Report 

of. 

8. State Superintendent of Schools, Report of. 

9. State Public Utilities Commission, Reports and 

Regulations of. 

10. Revised Statutes of Maine. 

11. Acts and Resolves of Maine Legislature. 

VII. Town finance, or how the town services are paid for. 

1. How and by whom is the budget for the town 

appropriations drawn up? Is it based upon a 
careful accounting system such as is used by the 
business corporations? Are the reports of the 
different town officers sufficiently detailed and 
specific to furnish an accurate basis for items in 
the budget? 

2. Who makes the appropriations ? 

3. How is the expenditure of the appropriations con- 

troled and supervised? What records are kept? 
Ask the clerk and treasurer to be allowed to see 
the receipts vouchers, method of accounting, etc. 

4. How and by whom is the tax rate determined? 

What is the present tax rate? Compare it with 
the rate ten years ago; with the rate of a neigh¬ 
boring town; with the rate of a town of the same 
population in a neighboring state. 

5. How and by whom is the property assessed ? Is all 

property assessed at the same rate? Under the 
state constitution may different classes of prop¬ 
erty be assessed at different rates ? What is per¬ 
sonal property ? Real property ? 


26 


EDUCATIONAL DEPARTMENT. 


6. What is poll tax ? Who pays it ? Amount paid by 

each ? Who determines the amount ? 

7. How and by whom are taxes collected ? Who has 

charge of the money until expended ? Where de¬ 
posited ? 

8. In case you believe the assessed valuation of your 

property is unjust what steps can you take to 
remedy it? To whom can you apply? What 
kinds of property in your town are exempted 
from taxation? How does the assessed value of 
property compare with the market value ? 

9. How may the town borrow money? What is its 

present debt? What form—temporary or float¬ 
ing debt, funded debt. Is a sinking fund pro¬ 
vided for? How may bonds be issued by the 
town? Was the present bonded debt incurred 
for permanent improvements or for temporary 
expenses? For revenue or non-revenue produc~ 
ing property? 

10. Does the state law set a debt limit for towns? If 

so, what? How near at present is your town to 
the debt limit? 

11. What are the sources of income other than taxa¬ 

tion? What was the total amount of town re¬ 
ceipts last year? Was it an increase or decrease 
over the previous year? 

12. Indicate on a diagram similar to the following the 

distribution of the expenditures last year. 


GUIDE TO CIVICS. 


27 


How tfie taxpayer5’ 
TTioney IS s pent. 



Sources of information. 

1. Town Report. 

2. Maine Townsman. 

3. Revised Statutes. 

4. State Treasurer, Report of. 

5. State Board of Assessors, Report of. 

6. Personal inquiry of town officials. 

7. Get copies of blank forms used by assessors, collec¬ 

tors and treasurer. 








28 


EDUCATIONAL DEPARTMENT. 


VIIL Other forms of local governing units smaller than the 
city and county. 

1. Village corporations. 

a. How many in Maine? 

b. How and by whom are they created ? . 

c. Why are they created ? 

d. What is their relation to the town? 

2 . Water districts. 

a. How, and by whom are they created ? 

b. Reasons for their creation. 

c. What is their relation to the town? 

3. Plantations. 

a. Definition of the term? 

b. Reason for existence of ? 

c. Organization of? 

d. Officers ? 

4. Unincorporated places. 

1. Character of? 

2. What names applied to them? 

3. How are they governed? 

Sources of information. 

1. Revised Statutes. 

2. Maine Townsman, 

3. MacDonald, Wm., Government of Maine. 

CITIES. 

I. Map. Draw or procure a large map of your city, indi¬ 
cating the boundary and ward divisions, location of 
rivers and harbors, (if any). Preserve for future addi¬ 
tions. 

H. History. 

1. When and by whom was the first settlement made? 

Locate it on your map. 

2. Find out all you can about the first settlers. 

3. What was the early form of government? Wffiy 

changed to city form? 

4. When was the city charter granted? 

5. On your map indicate the original city limits. 

6. By whom was city named? What was the origin 

of the name? 


GUIDE TO CIVICS. 


29 


7. What citizens of your city have gained a national 

reputation? What can you find out about their 
lives ? 

8. What special part did your city play in: 

(a) Indian and Colonial wars? 

(b) American Revolution? 

(c) War of 1812? 

(d) Civil war? 

9. What anniversaries, if any, has your city cele¬ 

brated? What anniversaries will be celebrated 
in the near future? 

10. What geographical factors determined the location 

of your city? To what extent have they influ¬ 
enced its growth ? 

11. Early industries? Which developed and which de¬ 

clined ? Why ? 

(See town.) 

Sources of information. 

1. Local histories. [See below p. 55.] 

2. Interview oldest living inhabitants. 

3. Local items in State histories. [See below p. 55.] 

4. Local newspaper files. 

III. Population. 

(See town, p. 5.) 

Make a diagram of city population similar to that for 
the town, p. 5. 

IV. Industries. 

(See town, pp. 5-7). 

V. Charter. “The fundamental law of the city.” 

1. How granted? (By a special act of legislature or 

under a general statute?) What did the people 
of the city have to do to obtain the granting of 
the charter? 

2. Classify provisions of charter as follows: 

(a) Territorial provisions. 

(b) Form and organization of government. 

(c) Powers and duties. 

How does ordinance making power of city dififer 
from law making power of state? 


30 


EDUCATIONAL DEPARTMENT. 


3. Amendments and revision. 

(a) How made? Trace all the steps in securing 
the enactment of the latest amendment. 

(b) By what steps could a city obtain a new 
charter ? 

4. Could the state modify or repeal the charter of the 

city without the city’s consent? 

5. What happens if a city ordinance is in conflict with 

a state law? 

Sources of information. 

1. Acts and resolves of the legislature of the State of 

Maine. See act granting charter to the city. 

2. City charter. 

3. City ordinance. 

4. Revised Statutes of Maine. See laws relative to 

chartering of cities. 

VL City government, organization of. 

1. The older and more common type of city govern¬ 

ment is the “Check and Balance” system with 
two-chambered legislature, (i. Common coun¬ 
cil and 2. Board of aldermen) and a mayor 
elected by the people. The following chart of 
the government of Augusta is a typical illustra¬ 
tion of the old form. 

2. A form of organization which is receiving much 

favorable consideration is the “Responsible Ex¬ 
ecutive” type illustrated by the chart of the gov¬ 
ernment of Cleveland, Ohio. Note how all the 
departments are responsible to the Mayor. 

3. A third form of organization which has been 

adopted in many cities since 1901 is the “Com¬ 
mission Form,” illustrated by the chart of the 
government of Des Moines, Iowa. Note es¬ 
pecially the centering of power and responsi¬ 
bility in the council as a whole. 

4. The most recent type of city government is the 

“Commission Manager Form” illustrated by the 
chart of the government of Dayton, Ohio. Note 
how the responsibility for the business affairs of 
the city centers in the City Manager. 





















































































































































































GUIDE TO CIVICS. 


31 


5. To which type does your city belong? 

6. Make a chart of your city similar to that of the 

above type which applies to your city.* 

7. Make a list of the advantages and disadvantages 

of each type. 

8. Make a diagram similar to the one on p. 10. Pre¬ 

serve for ready reference. 

9. How city offices are filled ? 

I. Political patries.' What share have political 
parties in your city in filling offices? 

a. Name those which maintain organiza¬ 

tions in your city. 

b. Describe the organization of each,— 

chairman, central and ward commit¬ 
tees, etc. 

c. Analyze the vote in the last city elec¬ 

tion—total vote of each party for 
Mayor. Indicate on a ward map of 
city votes by wards thus: one black 
dot for every 25 democratic votes, one 
red dot for every 25 republican votes, 
and one green dot for every 25 votes 
of a third party. See diagram fol¬ 
lowing. 

d. Is there a tendency toward independent 

voting in your city? 

e. Can justifiable reasons be given for 

party allegiance in city elections? 

f. What were the issues in last campaign? 

g. How are the expenses of the party or¬ 

ganization provided for? 

h. Are nominations for city offices made in 

direct primaries or by party caucus? 
Describe a party nominating caucus. 
What are the advantages and disad¬ 
vantages of each method? Which do 
you advocate for your city? 

i. If the direct primary is desirable for 

nomination of state and county offi¬ 
cers, why not for city officers? 


32 


EDUCATIONAL DEPARTMENT. 


2. Registration and election. 

a. Registration. 

1. How does a voter get his name upon 

the voting list? 

2. Who are eligible for registration? 

3. Date and place of registration? 

4. What are the advantages of a regis¬ 

tration law? 

b. City election. 

1. Date of election? 

2. Where is the polling place in your 

ward? Why located thus? Draw 
a diagram showing a location of 
booths, ballot boxes, entrance and 
exits. 

3. What officers have the election in 

charge? Who appoints them and 
what are their duties ? What 
does a voter say? To whom? 
What is said to him? By whom? 

10. Ballots. 

a. Who furnishes the ballots ? Get sample bal¬ 

lots. 

b. Who counts them? How is fraud prevented 

in the counting? 

c. What is done with the ballots after they are 

counted ? 

d. Who has charge of a recount, should one be 

necessary? How may a recount be ob¬ 
tained ? 

e. Has your city a “long ballot” or a “short 

ballot?” 

f. Compare the length of the ballot of your city 

with that of a city of similar population 
in a neighboring state. 

g. Why is a “short ballot” desirable? 

h. Let each pupil ask some voter (immediately 

after an election) ; 

I. How many candidates on the ballot can 
you name? 


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GUIDE TO CIVICS. 


33 


2. With qualifications and ofificial record of 
how maiy candidates were you per¬ 
sonally acquainted? 

i. Can you suggest any devices by which a 
“short ballot” might be secured in your 
city ? 

11. What are the legal devices in your city for the pre¬ 

vention of: 

a. Bribery of voters? (Vote buying?) 

b. “Repeating?” 

c. “Stuffing the ballot box?” 

d. “Colonizing” of voters? 

12. How are the expenses of the election met? 

13. What did the last election cost? 

14. Appointments. 

a. What officials are appointed? (See dia¬ 

grams.) 

b. Who has the appointing power? Can the 

body which appoints be held responsible 
for the kind of service rendered by ap¬ 
pointees ? 

c. Are appointments made on a partisan or a 

non-partisan basis? Does efficiency in 
service or the “spoils system” rule in 
making appointments? 

d. In the past have ability, efficiency and ex¬ 

perience secured the reappointment of an 
official? If not, what has been the effect 
upon the city? What would be the re¬ 
sult upon the business of a bank or fac¬ 
tory should it dismiss its expert clerks 
and officers and replace them with the in¬ 
experienced as frequently as does the 
city? 

e. Is there a merit system of appointment based 

upon competitive examination in your 
city? Is there a civil service board in 
your city? Is there a demand for the 
merit system in your city? What are the 
advantages of the merit system in city 
appointments ? 


34 


EDUCATIONAL DEPARTMENT. 


f. Compare the method of appointment in your 
city with that in a Massachusetts city of 
similar size. 

15. Public scrutiny of city officials or popular con¬ 
trol of officers. 

a. What devices (printed reports of officials, 

etc.) has your city by which the public is 
informed concerning work of officials? 
In what form do they appear? How are 
they distributed? How much attention do 
voters pay to such reports? 

b. How may a corrupt or incompetent official 

be removed ? 

c. Are there civic organizations in your city 

having for their purpose the compiling 
and publishing of the records of the coun- 
cilmen and aldermen? If so, find out 
what you can of their methods and the 
results of their work. 

d. Make a list of civic clubs in your city at¬ 

tempting to secure good city governments. 
Find out what you can about the work 
they perform. 

Sources of information. 

1. City charter. 

2. City ordinances. 

3. Revised statutes of the State of Maine. 

4. Acts and Resolves of the State Legislature. (See 

registration, election and corrupt practice laws.) 

5. Publications and reports of civic organizations. 

6. Ballots. 

7. Campaign literature. 

8. City newspapers. 

9. Personal investigation. Inquire of city officials 

and political leaders. 

VII. Services rendered by the city. 

I. Health. (See Health under pages 12-14.) 
Additional topics. 

a. Does the city do anything to secure fresh air 
in markets, department stores, factories. 


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GUIDE TO CIVICS. 


35 




hospitals, theaters, churches, public halls, 
etc. ? 

b. Are buildings inspected with reference to 

plumbing and general sanitary condi¬ 
tions? By whom? Is there a Bureau of 
Sanitary Inspection in your city? 

c. Are vital statistics recorded ? By whom ? Is 

there a Bureau of Vital Statistics in your 
city ? What services are rendered by it ? 

d. Is there a slum district in your city ? Why ? 

What is being done to better conditions 
in it? Is there a tenement house com¬ 
mission ? What are the services rendered 
by it? 

e. How are the life and health of the employees 

in factories safeguarded by 

a. city ordinances ? 

b. state law? 

c. private initiative? 

2. City planning (Civic beauty.) 

a. Does your city set apart areas for residences, 

factories, slaughter houses etc.? If so, 
what officers perform the service? How 
may the city be benefited by such a policy ? 

b. What provisions, if any, are made by the 

city for commercial facilities such as ware 
houses, public markets, docks, wharves, 
etc. What department has such work in 
charge? Is there a “chamber of com¬ 
merce” or similar organization in your 
city? If so what services are performed 
by it? 

c. Streets. 

1. Who has charge of locating, widening, 

or changing the location of streets? 

2. Were the aesthetic interests of the city 

considered in planning street locations, 
width, etc.? 

3. What is the policy of your city relative 

to bill boards and street signs ? Would 


36 


EDUCATIONAL DEPARTMENT. 


changes in the policy add to the beauty 
of the city streets? 

4. Are street lights chosen and located with 

the aesthetic interests of the city in 
view ? 

5. Are monuments, fountains, etc., designed 

and located with the aesthetic interest 
of the city in view? 

6. What is being done concerning planting 

and preserving trees along the streets ? 
What often mutilates trees in streets? 
How may such mutilation be pre¬ 
vented ? 

7. What provisions are made for keeping 

the streets clean? (Receptacles for 
waste paper, etc.) 

8. Describe the appearance of streets and 

sidewalks in your neighborhood. 

d. Buildings. 

1. Is the height of buildings regulated? 

How and by whom? 

2. Is anything being done to secure uni¬ 

formity of building lines? 

3. Has the city any comprehensive plan for 

the location and architecture of public 
buildings so as to make the city more 
beautiful. 

4. Describe the building in your city which 

you consider most beautiful. 

5. Is the architectural beauty of your city 

being destroyed by the erection of 
cheap tenement houses (three deck¬ 
ers) ? Can it be prevented? How? 

e. Civic pride. 

I. Do the citizens of your city, (especially 
of your neighborhood) take pride in 
caring for lawns, back yards, alleys, 
flower gardens, etc.? Make a survey 
of your community and report on the 
conditions relative to the above. 


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GUIDE TO CIVICS. 


37 


2. What is being done to beautify the 

school grounds, halls and class rooms ? 
How can you help ? 

3. What organizations or societies exist for 

the aesthetic improvement of the city ? 
What have they accomplished? 
Charities, (care of dependents, defectives, delin¬ 
quents). 

a. Poor relief. 

1. What does the city do for the relief of 

the poor? 

2. Locate on your map institutions for care 

of poor such as poor farms, orphans 
homes, etc. How is each maintained? 
Under the jurisdiction of what offi¬ 
cers are they? 

3. How many persons were dependent up¬ 

on the city for support last year? 
What per cent of total population? 
What proportion received out door aid 
and what proportion were cared for in 
institutions ? 

4. Is pauperism increasing or decreasing 

in your city? 

5. What are some of the causes of pauper¬ 

ism? May any of the causes be re¬ 
moved ? 

6. What private charitable institutions aid 

in caring for the poor? Do they co¬ 
operate with each other and with the 
city, or do they work separately? 
What are the advantages of coopera¬ 
tion in charity work? 

b. Care of defectives. 

1. What are defectives? 

2. What institutions in your city care for 

defectives? What departments and 
officials control them? How are they 
supported? (By taxation, endow¬ 
ment, etc?) 


38 


EDUCATIONAL DEPARTMENT. 


3. Describe the hospital and ambulance ser¬ 
vice in your city, 

c. Care of delinquents. 

1. What are delinquents? 

2. Jails and police stations: (a) Where 

located? (b) Organization and man¬ 
agement of? (c) Are prisoners classi¬ 
fied and segregated according to age, 
sex and crimes committed ? What are 
the advantages of classification and 
segregation of prisoners? 

3. Juvenile court and truant officers: 

a. Is there a juvenile court in your 

city? If so, explain its purpose 
and describe its workings. 

b. Are there truant officers in your 

city? What service do they per¬ 
form ? 

4. Reform schools, houses of correction, 

etc. 

a. Where located ? 

b. How and by whom organized and 

maintained ? 

c. What officers have them in charge? 

d. How are delinquents cared for in 

each ? 

e. What was the total cost to the city 

last year of charities and correc¬ 
tional service ? What proportion 
of total expenditures ? 

4. Schools. 

(See topic under pp. 18-19, substituting city for 
town.) 

5. Keeping peace and order. 

(See topic under town, pp. 19-20, substituting city 
for town.) 

Additional topics. 

a. Police department. 

I. Has it a non-political organization? 

(For method of appointments see dia¬ 
grams, pp. 30-31.) 


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GUIDE TO CIVICS. 


39 


2. Why is graft so often connected with 

police departments? How may it be 
eliminated ? 

3. What is the importance to the city of an 

honest and efficient police department ? 

4. What reports are required of patroll- 

men ? 

5. Do patrolmen report all violations of 

ordinances in their district? To 
whom ? 

6. Is there a “plain clothes” squad on your 

police force? What is its work? 

7. Are there police matrons on the police 

force? If so, what services do they 
perform ? 

8. Has the state any control over the city 

police? If so, how exercised? 

9. What is the relation of the city police 

department to the county sherifi? 

6. Fire prevention. 

(See topic under town, p. 20.) 

Additional topics. 

a. Has the city a building code? 

1. Does it provide regulations concerning 

materials for building in business sec- 
sections of the city? 

2. Provide for fire escapes? 

3. Regulate height of buildings? 

4. Prohibit dangerous industries in certain 

sections of the city? 

5. Require sufficient exits for theaters, 

public buildings etc. ? 

b. Is it possible to build frame, shingled roof 

“three deckers” in all parts of your city? 
How may it be (or is it) prevented? 

c. How often are buildings inspected? Is the 

accumulation of inflammable materials 
prevented ? 

7. Public works and public property. 

Streets. (See topic under town, p. 21.) 
Additional topics. 


40 


EDUCATIONAL DEPARTMENT. 


1. What kinds of pavements have proved 

the most satisfactory in your city? 

2. Are your streets continually torn up by 

the various departments and public 
utility corporations for laying and re¬ 
pairing of conduits, car tracks, sewers, 
etc. ? Would a closer cooperation 
among departments or centralization 
of authority aid in eliminating the 
evil ? 

b. Sidewalks and gutters. (See topic under 

town, p. 21. 

Additional topics. 

1. What is the total mileage of sidewalks in 

your city? 

2. What materials have proved best for 

sidewalk construction ? 

c. Sewers. 

1. What departments or officials have 

charge of putting them in and keeping 
them in repair? 

2. How may extensions be obtained? De¬ 

scribe steps taken to secure extensions. 

3. What is the total mileage. 

4. What did the city spend last year for 

extensions and maintenance? 

d. Public property (Non profit producing). 

I. Locate on your city map the important 
city buildings, (city hall, library, police 
and fire stations, school buildings, etc.) 
(See topics under town, p. 22.) 

e. Public utilities. (See topic under town, pp. 

22-24.) 

1. Water works. 

(See topic under town, p, 22.) 

2. Electric light and gas works. 

(See topic under town, pp. 23-24.) 
Additional topics: 

a. Does the plant which furnishes light 
to the city furnish light to the pri¬ 
vate individuals? 


GUIDE TO CIVICS. 


41 


b. What rates are charged? Compare 

rates paid in some other Maine 
city; in some city outside of Maine. 

c. In case the city desired to own a 

lighting plant for the lighting of 
streets and public buildings, how 
could it be accomplished ? For the 
supplying of lights to private indi¬ 
viduals ? 

d. What is the gas.rate? Compare with 

rate in other Maine cities; in some 
city outside of Maine. 

e. Does the same company own and 

operate both electric light and gas 
plants or is there competition be¬ 
tween the two kinds of service? 
Is competition desirable? 

3. Telephone service. 

(See topic under town, p. 24.) 

4. Transportation utilities. 

(See topic under town, p. 24-25.) 
Additional topics. 

a. Does the city have sole control of its 

streets? Has the state authority 
to determine what transportation 
companies may use streets and 
the relation between them? 

b. What fares are charged? What are 

the transfer privileges? Compare 
with other cities. What advant¬ 
ages does the city derive from 
cheaper fares? 

c. What is the relation between rapid 

transit and cheap fares and the 
housing problem of the city? 
Sources of information. 

1. Annual and special reports of the several city 

departments. 

2. City charter and ordinances. 

3. Public utility franchises (In clerk’s office). 


42 


EDUCATIONAL DEPARTMENT. 


4. Blanks and forms used by the several departments. 

5. Revised Statutes. 

6. State Board of Health, Report of. 

7. State Board of Charities and Corrections, Report 

of. 

8. State Supt. of Schools, Report of. 

9. State Public Utilities Commission, Reports and 

regulations. 

10. Reports issued by public utilities companies. 
(Telephones.) 

VIII. City finances, or how the services are paid for. 

(See topic under town, pp. 25-27). 

Additional topics: 

a. How do the business methods of the city govern¬ 

ment compare with those of successful business 
corporations in your city? 

b. What effect upon the business efficiency of the city 

government have rotation in office, short terms 
of service and partisan appointments? 

c. Is the expert needed in city business as much as in 

private business? Can he be secured for the 
city? How? Is anything now being done to 
secure him? 

d. Make a diagram for the city expenditures similar 

to that for the town, p, 27. 

Sources of information. 

1. City Treasurer, Report of. 

2. City Auditor, Report of. 

3. City Assessors, Report of. 

4. City Collector, Report of. 

5. Minutes of Meetings of the City Council. 

6. Files of city newspapers for budget, etc. 

7. State Board of Assessors, Report of. 

8. State Treasurer, Report of. 

9. Blanks and forms used by the city departments. 

COUNTY. 

I. Map. Draw or procure a large map of your county indi¬ 
cating boundaries towns, cities, rivers, lakes, chief high¬ 
ways, rail and electric roads, county seat, jail, court 
house, etc. (Preserve for additions.) 

What is the area of your county? 


2 . 


GUIDE TO CIVICS. 


43 


3. When was your county established? 

By what authority was the county established? 

4. Which is older, your town (or city) or your county? 

5. How many counties in the state? Names? 

6. Population? What proportion of the total population is 

rural? Urban? Did the rural population increase or 
decrease during the decade 1900-1910? Find and state 
the reasons. 

7. County government, organization of. 

a. Draw a diagram of the organization of your county 
government as suggested in diagram. 















44 


EDUCATIONAL DEPARTMENT. 


Fill in the names of offices and complete the dia¬ 
gram. 

b. How the offices are filled. 

1. Election? 

a. Date. 

b. Is it held separately or at the same time as 

city (town) and state election? 

c. Ballot. Get a sample. How did the names 

get upon the ballot? Who furnishes the 
ballot? What is done with the ballots? 
How is a contested election decided? 

d. Find out if possible what the campaign 

expenses of some county officials were. 
How do they compare with the salary of 
the office ? 

2. What officers are appointed? By whom ap¬ 

pointed ? 

c. Terms of office? 

d. What salaries are paid ? Are they sufficiently large 

to attract competent business men? 

e. Why is so little public attention attracted to county 

government? What are the dangers arising from 
lack of public attention? How may the interest 
and attention of the voters be drawn to county 
government ? 

8 . Services rendered by county. 

County acts both as an agent of the state and as an organ 
of local government. 

A. As an agent of the state. 

I. Administration of justice. 

a. What state courts hold sessions in your 

county. 

b. What county officers aid the state in per¬ 

forming the functions of the courts. 
Describe the service of each in conduct¬ 
ing a trial. 

c. Explain the service of the sheriff in en¬ 

forcing law and maintaining order. 
What effect has the prohibitory law 
upon the importance of the sheriff’s 
position. 


GUIDE TO CIVICS. 


45 


d. What control has the Governor of' the 

State over the sheriff? When and where 
has he exercised such control? 

e. Providing a court house. Locate it on 

your map. 

1. When built? 

2. What did it cost? 

f. What did the administration of justice cost 

the county last year? 

g. County jail, 

1. Locate it on your county map. 

2. What officials are responsible for care 

of the jail. 

3; Who appoints the jailer? 

4. Describe the interior of the jail. 

5. What classes of convicts are cared for 

in the county jail? Are they classi¬ 
fied and segregated according to 
crime and sex? 

6. County jails are often called ""schools 

of crime.” Is that true of the jail 
in your county? 

7. How is a prisoner’s day spent? 

8. Is he given employment? If so what 

kind ? 

9. What kind of food and clothing is he 

furnished? Who furnishes them? 
How are the cells heated? 

10. What did the maintenance of the jail 

cost the county last year? 

11. Is there any state supervision of jails? 

Would state control of jails be an 
advantage over the present system ? 

h. What are the duties of the county attorney 

relative to the administration of justice? 
Service of probate court, 
a. Probating wills. 

I. What is a will? What formalities are 
necessary to make it legal? What 
is a codicil? What officers are 
charged with probating the will? 


46 


EDUCATIONAL DEPARTMENT. 


2. Give the procedure and reason for 
each step. 

b. Settlement of estate of person dying in¬ 
testate. 

I. Procedure ? 

tlcment of estate of a bankrupt. 

1. Procedure ? 

2. What are the laws relating to bank¬ 

ruptcy ? 

d. How are orphan children cared for by the 
court ? 

3. Recording of land titles. 

a. Where is the registry department located? 

b. Who has charge of it ? How many assist¬ 

ants and clerks are there in the depart¬ 
ment ? 

c. What documents are found in the office of 

the register of deeds? 

d. Give the procedure in the recording of a 

deed with reason for each step. Get 
copies of different forms of deeds. 

e. How can you find out whether you have a 

clear title to your land? 

f. How are the legal papers in the registry 

office protected from fire? 

g. What was the cost of registry department 

last year? 

4. What services does the county perform regard¬ 

ing the collection and transmission of state 
taxes? By what officers? 

B. As an organ of local government. 

[County commissioners are the most important as 
local government agents. Why ? Where is 
their office?] 

I. Care of county finances. 

a. How and by whom is the budget of ex¬ 

penditure drawn up ? Is there any check 
upon the amount or purpose of expen¬ 
ditures. 

b. How and by whom are county taxes as¬ 

sessed ? Amount last year ? 


GUIDE TO CIVICS. 


47 


c. What other sources of income (fines, fees, 

etc.) has the county? 

d. Who has charge of county funds? Where 

are they deposited ? 

e. Upon whose order may money be paid out 

of the treasury? 

f. By whom and when are the county ac¬ 

counts audited? 

g. What financial records are published ? Are 

they in an intelligible form? Does the 
public read them ? 

2. Public works. 

a. Highways. 

1. What powers have county commis¬ 

sioners over highways? 

2. What highways are under county con¬ 

trol ? 

b. Bridges. 

1. When is a bridge built and controlled 

by the county? By the town? 

2. Who has authority over a bridge con¬ 

necting two counties? 

c. Ferries. 

[See topics under bridges.] 

3. Public buildings. 

a. Name and locate on map all county public 

buildings. 

b. Who has charge of them? 

c. Upon whose authority are they built ? Re¬ 

paired? Have the people of the county 
any direct voice in the matter? 

3. How do the number and importance of the services 

performed by the county compare with those 
performed by the town, city and state? 

4. What services performed by the county could be 

performed as well or better by the town, or city 
or by the state? What services can be per¬ 
formed better by the county than by another 
unit of government ? 


48 


EDUCATIONAL DEPARTMENT. 


Sources of information. 

1. Annual Reports of County Officials. 

2. Court Records. 

3. Blanks and forms used by the several officials. 

4. The Annals of the American Academy of Political 

and Social Science, May, 1913. 

STATE. 

I. Map (Historical Geography). 

1. Draw a map showing the boundaries, counties, im¬ 

portant rivers, lakes, mountains and cities. Keep 
for future additions. 

2. What is the area of the State in square miles? 

3. What is its greatest length and width ? 

II. History. 

1. Indians. 

(a) Name and locate the Indian tribes inhabit¬ 

ing Maine when the white settlers came. 

(b) How did they make a living? Describe 

weapons and implements for agriculture, 
hunting, fishing, cooking, etc.; wigwams, 
food, and clothing. 

(c) Find out what you can about their religion, 
amusements, and government. 

(d) Which of the original tribes have survived 

and reside in Maine today? What does 
the state do for them? 

2. Discovery and exploration. 

(a) What white man first saw the coast of 

Maine ? 

(b) What man explored the coast of Maine 

prior to 1607? What reports did they 
make ? What nations did they represent ? 
What nation had the best claim to Maine 
territory in 1607? Why? 

3. Unsuccessful attempts at settlement. 

(a) English. 

(1) Where was the first attempt made by 

Englishmen to establish a permanent 
settlement in Maine? 

(2) By whom? What did they expect to 

gain by it? 


GUIDE TO CIVICS. 


49 


(3) What experiences did they have? 

(4) Why did the attempt fail? 

(5) What other unsuccessful attempts at 

settlement did the English make in 
Maine? 

(b) French. 

(1) What unsuccessful attempts to estab¬ 

lish permanent settlements in Maine 
did the French make? 

(2) By whom were the attempts made? 

(3) Why were the attempts failures? 
Permanent Settlements. 

a. First permanent settlement. 

(1) By whom was it made? 

(2) Where? Locate it on your map. 

(3) Why was that particular place chosen? 

(4) Why was it successful? 

b. Grants for settlements to: 

(1) Sir Ferdinando Gorges, 1622. 

(2) Christopher Levett, 1623. 

(3) Thomas Lewis and Richard Bonighton, 

1630. 

(4) John Oldham and Richard Vines, 1630. 

(5) Beauchamp and Thomas Lev- 
erett, 1630. (Muscongus or Waldo 
Patent.) 

(6) Bryan Bincks, John Dye—(Lygonia or 

Plough Patent). 

(7) Thomas Cammock, 1631. 

(8) Robert Trelawny and Moses Goodyear, 

1631. 

(9) Robert Aid worth and Giles Elbridge, 

1631. (Pemaquid Patent). 

OTE : A large proportion of the above grants are of 
local rather than state wide interest. De¬ 
tailed study of the settlements under the 
grants should be made only of those which, 
because of their location, are of special 
interest to the pupils.) 


50 


EDUCATIONAL DEPARTMENT. 


c. Which of these grants comprises the terri¬ 

tory in (or near) your town or city? 
Make a detailed study of the settlements 
made under the grant. 

d. Locate and give the history of the early per¬ 

manent French settlements in Maine. 

5. Early government of Maine. 

a. How were the Maine settlements governed 

down to 1652? 

b. How did Massachusetts succeed in extend¬ 

ing her jurisdiction over Maine in 1652? 

c. Ferdinando Gorges’ claim to Maine. 

d. Grant to Duke of York. 

e. How Massachusetts disposed of rival claim¬ 

ants by purchase, 1677-1680. 

f. What was the^ relation of Maine to Massa¬ 

chusetts, 1680 to 1820? What share had 
Maine in the government? 

g. What was the first town incorporated in 

Maine? From whom was the charter re¬ 
ceived ? 

6. Life in Maine settlements during the seventh cen¬ 

tury. 

a. Relations with the Indians. 

(1) What was the attitude of the Indians 

toward the first settlers? 

(2) Trade with the Indians. 

(3) Treaties with Indians, purchase of 

land, etc. 

(4) Instances of destruction of life and 

property by the Indians. 

(6) Lovewell’s War, 1722-1725. 

b. Describe: dwelling houses, food, clothing, 

farms, occupations, religious customs, 
schools, amusements and social customs 
of the people in Maine prior to 1700. 

c. To what extent did the witchcraft delusion 

prevail in Maine? Describe it. 

7. Conflict between France and England for posses¬ 

sion of North America (with special reference 
to Maine.) 


GUIDE TO CIVICS. 


51 


a. Conflict between English and French set¬ 

tlers prior to 1689. 

b. King William’s War, 1689-1697. 

1. What part did the people of Maine play 

in it? 

2. What events of the war took place on 

Maine territory? Were any Maine 
villages destroyed? 

3. What was the attitude of the Maine In¬ 

dians in the war? 

4. What were the results of the war upon 

the conflicting English and French 
claims to Maine territory? 

c. Queen Anne’s War, 1702-1713. 

I. Outbreak of the war in Maine. (See 
topics under (b) above. 

d. King George’s War 1744-1748. 

1. What part did Maine men play in the 

expedition against Louisburg? Find 
out all you can about the teachers 
who were inhabitants of Maine. 

2. What towns in Maine were attacked by 

the French? With what results? 

3. What did the Indians do in the war? 

What agreement was made with 
them at the close of the war? 

4. What effect had the war upon English 

and French claims to territory in 
Maine? 

e. French and Indian (Seven years) War, 

1756-1763- 

1. What forts were built in Maine at this 

time ? 

2. Character of War carried on by the 

French and Indians against the Eng¬ 
lish ? 

3. Who were the men in Maine who took 

a prominent part in the war? 

4. What were the territorial limits of 

Maine at the close of the war? 


52 


EDUCATIONAL DEPARTMENT. 


5. What was the effect of the French de¬ 
feat upon the settling up of Maine 
territory ? 

8. Maine in the American Revolution. 

a. Maine experiences with Governor Gage? 

b. Revolutionary government in Maine? 

c. Maine’s answer to the call to arms ? 

d. Arnold’s expedition through Maine, 1775- 

1. Trace on the map the route taken by 

Arnold. 

2. What part did the men of Maine play 

in the expedition ? 

3. What monuments commemorating the 

expedition have been erected in 
Maine ? 

e. What Maine towns were attacked by the 

British? Burned? 

f. Make a list of the Maine leaders who played 

an important part in the Revolution. Find 
out as much as possible about the life of 
each. 

g. What were the boundaries of Maine at the 

close of the war? Indicate on a map. 

h. Make a special study of the part your town 

or city played in the Revolution. 

9. Development of Maine, 1776-1812. 

a. By 1812 what sections of the state were set¬ 

tled? What was the total population? 

b. What new towns and counties were formed 

from 1776 to 1812? 

c. What were the chief industries by which the 

people of Maine made a living during this 
period ? 

d. What non-English speaking people settled 

in Maine during this period ? When ? 

e. Founding of Bowdoin College. 

f. Churches in Maine. 

10. Maine in the War of 1812. 

a. What towns in Maine were attacked by 
British ? 


GUIDE TO CIVICS. 


53 


b. What parts of the state fell under British 
control ? 

e. Make a list of Maine leaders who played a 
prominent part in the war. 

(Make a special study of the part your town 
or city played in the war.) 

Development of Maine from 1812 to the Civil War. 

a. Maine became a state. 

1. Why was separation from Massachu¬ 

setts desired ? 

2. How was it brought about? 

3. How was Maine’s admission to the 

Union complicated by the slavery 
question ? 

4. Maine’s Constitution (See p. 57.) 

5. Location of capitol. 

b. x\nti-slavery movement in Maine. 

1. When was the first anti-slavery society 

estalished in Maine? Where? By 
whom? What was its purpose? 

2. What rights and privileges were grant¬ 

ed by law to the negroes in Maine? 
Were there slaves in Maine? 

c. Northern boundary dispute. 

d. Aroostook War. 

e. Swedish Immigration. 

1. Who brought it about? 

2. What was the purpose of the immi¬ 

grants ? 

3. Location of “New Sweden?” Why was 

that location chosen? 

4^ To what extent has the settlement pros¬ 
pered? What is the present condi¬ 
tion of the settlement? 

f. Social, economic, and educational develop¬ 

ment. 

I. How did the customs in dress, amuse¬ 
ments, etc., differ from those of 
colonial times? 


54 


EDUCATIONAL DEPARTMENT. 


2. What were the means of transporta¬ 

tion ? Describe. 

3. W^iat new industries and occupations 

sprang up during this period ? 

4. Founding and founders of Bates Col¬ 

lege, Colby College, University of 
Maine and the several normal 
schools. 

12. Maine in the Civil War. 

a. Maine militia at the beginning of the war. 

b. Volunteers. 

c. Make a list of men who won a national repu¬ 

tation in the war. 

d. Maine at Gettysburg. 

1. What part did General O. O. Howard 

play in the battle? 

2. General Chamberlain on Little Round 

Top. 

3. Fifth Maine Regiment. 

e. General Chamberlain at the surrender of 

Lee. 

f. What effect had the war upon the industrial 

development of Maine? 

13. Political history since the Civil War. 

a. How much of the time since the War has the 

state been under control of the Republi¬ 
can party? The Democratic party? 

b. What third parties have had organization in 

Maine? What caused the rise of each? 

c. What was the “counting out^ in 1880? Give 

the chief incidents connected with it. 

d. Prohibitory Law. 

1. When was the first prohibitory law 

passed in Maine? 

2. When was it put into the constitution? 

Why? 

3. What part has it played in the biennial 

elections ? 

4. What measures have been adopted for 

its enforcement? 


GUIDE TO CIVICS. 


55 


5. What leaders of the prohibition move- 
^ ment in Maine have won a nation 

wide reputation? 

14. Industrial Development since the Civil War. (See 

p- 56-) 

Sources of information. 

Burrage, H. S., Beginnings of Colonial Maine (printed 
for the State, Augusta, 1914). 

Williamson, W. D., History of Maine, 2 vols., (Hallo- 
well, 1839). 

Abbott, S. C., History of Maine, (Boston, 1875). 
Abbott and Elwell, History of Maine (Revised edi¬ 
tion), (Portland, 1892). 

Sullivan, J., History of the District of Maine, (Boston, 
I 79 S)- 

Varney, G. J., Young Peoples History of Maine, (Port¬ 
land, 1877). 

Holmes, H. E., The Makers of Maine, (Lewiston, 
1912). 

Sylvester, H. M. S., Maine Coast Romance, 5 vols., 
(Boston). 

Stetson, W. W., History and Civil Government of 
Maine, (Boston, 1898). 

MacDonald, Wm., The Government of Maine, (New 
York, 1902). 

For local histories see: 

Williamson, Joseph, Bibliography of the State of 
Maine, 2 vols., (Portland, 1896). 

Hall, D. B., Reference list on Maine Local History, 
in New York State Library Bulletin, (Albany, 
1901). 

HI. Population. 

1. Total today? Compare with that of 1820. Draw a 

chart of the fluctuation in state population simi¬ 
lar to the one for the town on page 5. 

2. What was the per cent, of increase from 1900 to 

1910? What proportion from births and what 
from immigration? 

3. What proportion of the population is under 15 

years of age? Between 15 and 45? Over 45? 


56 


EDUCATIONAL DEPARTMENT. 


4. Compare age distribution in Maine with that in 

Massachusetts, in Illinois, How do you account 
for the difference. 

5. What proportion are native born? Foreign born? 

Children of foreign born parents? 

6. Of the foreign born what nationalities are repre¬ 

sented ? 

7. What are some of the reasons for coming of for¬ 

eigners to Maine ? 

8. Where do the foreigners chiefly settle? Why? 

9. Are there any communities in the state made up 

wholly of foreigners? 

10. What effect had the opening up of the new West 

upon Maine population ? 

11. Why are there so many natives of Maine in Massa¬ 

chusetts? In California? 

12. What movements are being carried on to induce 

people from outside the state to make their 
homes in Maine? 

Sources of information. 

1. United States Bureau of the Census, Bulletins. 

2. Maine Department of Vital Statistics. 

IV. Industries. 

[See topic under town, pp. 6-7.] 

1. What are the chief natural resources of Maine? 

2. What is the policy of the state toward conserving 

the natural resources (water power, etc.) 

3. How does the climate affect industries? 

4. What were the chief industries during the Colonial 

period ? Early nineteenth century ? What 
changes, have taken place within the last fifty 
years? How may the changes be explained? 

5. Locate on your map. 

a. Agricultural areas. 

b. Fruit section. 

c. Mineral deposits. 

d. Manufacturing centers. 

e. Commercial harbors. 

f. Fishing centers. 

g. Timber lands (Forests.) 


GUIDE TO CIVICS. 


57 


[On large wall map, fruit areas may be located by 
means of small squares of different colored card 
board or colored push pins. Colored push pins may 
be procured from school supply houses.] 

6. “Maine is the summer playground of the nation.” 
What effect has that fact upon the industrial 
life of the state ? 

Sources of information. 

1. U. S. Bureau of Census, Bulletins. 

2. Maine Department of Labor and Industry Reports. 

3. Maine Commissioner of Agri. Reports. 

4. Maine Agri. Experiment Station Reports. 

5. Univ. of Maine School of Agri. Bulletins. 

6. Maine Commissioners of Fish and Game Reports. 

7. Board of State Assessors, Reports. 

V. State constitution. 

1. Making of. 

A. Calling of the constitutional convention. 

a. By whom was it called? 

b. Why was it called? 

c. Under what authority was it called? 

B. Delegates to. 

a. Who chose them ? 

b. What local units did they represent? 

C. Find, if possible the names of the leading 

men in the convention. 

D. How and by whom was it ratified? 

2. Amending process. 

A. How amended (See provision for amend¬ 

ments in constitution) ? Give steps in 
the process. 

B. Do you advocate an easier method of 

amendment? Why? Would you advo¬ 
cate the initiative as a method of amend¬ 
ing the constitution? 

C. Amendments ratified. 

a. Date of each amendment. 

b. What subjects are dealt with in the 

amendments ? 



58 


EDUCATIONAL DEPARTMENT. 


3. Find in the constitution the following parts: 

A. Preamble. 

B. Bill of rights. 

C. Form of government. 

D. Miscellaneous provisions. 

VI. Government, organization of. 

I. Diagram of the state government. 



a. Fill out blanks with names of officers and 

add sufficient number to represent all 
officers. 

b. Note the extent to which the line of respon¬ 

sibility runs from the appointed adminis- 

































GUIDE TO CIVICS. 


59 


trative officials to the governor (nominal 
head of the department) and the extent 
of which it runs to the legislature. 

2. Fill out a diagram for the state officers similar to 

one for town officers (see p. lo). 

3. How state offices are filled. 

a. Direct Primary (nomination). 

1. What is the date of the direct primary? 

2. When was the direct primary law 

passed ? 

3. What were the reasons for its enact¬ 

ment ? 

4. Who provides the ballots? Get a sam¬ 

ple ballot. 

5. How does a candidate get his name on 

the ballot ? 

6. What prevents the member of one party 

from participating in the choosing of 
candidates for another party? 

7. What did the last direct primary cost? 

Who paid for it? 

8. What was the total vote for each candi¬ 

date for governor in the last pri¬ 
mary ? 

9. What per cent, of the enrolled voters in 

each party cast their vote in the last 
primary ? 

b. Elections. 

1. What is the date of the state election? 

Why is there a nation-wide interest 
in the Maine state election? 

2. How often does the state election oc¬ 

cur? 

3. How many officers are elected at each 

election ? 

4. What control has the state over elec¬ 

tions? 

5. Who furnishes the ballots? 

6. Has Maine a “short’ or a “long ballot?” 


6o 


EDUCATIONAL DEPARTMENT. 


7. To whom are the returns of the election 

sent? In what form? How are 
they kept? 

8. How is a contested election decided ? 

9. Has Maine a corrupt practice act ? 

What does it accomplish? 
c. Appointments. 

(See diagrams, p. 58.) 

1. Make a list of officers appointed by the 

Governor; by the Legislature. 

2. Is it the policy of the state to retain in 

office the honest and capable ap¬ 
pointees ? 

3. Is it possible for a legislature of 182 

members to inform itself concerning 
the fitness of appointees? 

4. What arguments are there for a merit 

system for appointments and pro¬ 
motions in Maine? What are the 
results of such a system in other 
states? (See especially Massachu¬ 
setts.) 

5. How and by whom may removals from 

office be made? 

4. State legislature. 

a. Membership. 

1. Number in each house? 

2. Qualifications and disqualifications for 

membership ? 

a. Residence. 

b. Age. 

c. What disqualifies a man for mem¬ 

bership ? 

3. Length of term in each house? 

4. What is the basis of representation in 

the legislature in Maine? 

a. In the Senate? 

b. In the House? 




GUIDE TO CIVICS. 


6l 


Is there an equality of representa¬ 
tion? (Does one vote count as 
much in a city as in a town? 
Twenty votes in a town of 800 
population are equal in repre¬ 
sentation to how many votes in 
a city of 50,000 population? 

5. How and when is a reapportionment 

made? 

6. What is a “gerrymander?” Is there a 

gerrymander in Maine? 

7. How may members be removed from 

office ? 

b. Sessions. 

1. Regular. 

a. How often are they held ? 

b. What is the date of convening? 

c. What is the length of a session? 

Is it limited by the constitution ? 

2. Extra. 

j. Wffiat in the past has made neces¬ 
sary the calling of extra ses¬ 
sions ? What is the provision in 
the constitution concerning the 
calling of extra sessions? 

2. How and by whom is an extra ses¬ 

sion called? 

3. Are there any limitations upon the 

kinds of legislation enacted dur¬ 
ing an extra session? 

c. Procedure in: 

1. Presiding officers: 

a. What is he called? Who held the 

positions in the last Legislature? 

b. How is he chosen ? 

c. What are his chief duties ? 

2. What other officers in each house are 

• there? How are they chosen? 

3. Committees. 

a. Give the names of the more impor- 
ant? 


62 


EDUCATIONAL DEPARTMENT. 


b. How are they appointed? 

c. What are their chief duties? 

d. How are bills, etc., introduced? 

e. Find and state the steps in the pas¬ 

sage of a bill? 

f. How are the rules of the two 

houses adopted? What matters 
are regulated by the rules ? 

g. Describe a day in the House; in the 

Senate. (Get first hand infor¬ 
mation, if possible. If members 
of the‘ class cannot visit the 
legislature, invite a member of 
the legislature from your town 
to give a talk on the above top¬ 
ic.) 

5. State judiciary, organization of. 

a. Supreme judicial court. 

1. Sessions: When and where held? 

2. Judges. 

a. Number? 

b. How are they appointed? (See 

diagram, p. 58.) 

c. For what length of term are they 

appointed ? 

d. How may they be removed? 

3. What other officers assist in the work of 

the court ? 

b. Superior courts. 

I. In what counties are they held? 

(I, 2, 3 as above.) 

c. Justice of the Peace. 

1. What is their number in the state? 

2. Court. Where and when held ? 

3. (See I 2, 3 as above.) 

d. Trial justices. 

1. What is their number? 

2. Where located? 

3. What are their duties? 

e. Notary publics. (I, 2, 3 as above.) 



GUIDE TO CIVICS. 


63 


VII. Services rendered by state. 

1. Control of social relations? 

a. Marriage and divorce. 

2. Education. 

a. What state officers have charge of educa¬ 

tion ? 

b. What control has the state over: 

a. Courses of study and grading? 

b. Qualification of teachers? 

c. Distribution of school funds? 

c. What financial aid does the state give the 

public schools? Total amount last year? 
What is the source of such funds? 

d. Relation of the state to: 

1. State university and normal schools. 

a. Control over? 

b. Financial aid ? 

2. Other institutions of higher learning? 

3. Health. 

a. What state officers having to do with it? 

b. Important legislation concerning: 

1. Pure foods and drugs. 

2. Pollution of rivers and streams. 

3. Protection of operatives in factories 

from dust, etc. 

4. Charity and corrections. 

• a. Charity. 

1. How are dependent soldiers and sailors 

and their families cared for? 

2. Hospitals for the insane. 

a. Where located? (Locate on map.) 

b. How are they controlled and main¬ 

tained ? 

c. Number of patients accommodated 

by each ? 

d. Who pays for the patient’s sup¬ 

port? 

e. What officers have them in charge ? 

3. What does the state do for the blind ? 


64 


EDUCATIONAL DEPARTMENT. 


4. What institution has the state for the 

care of the deaf? Where located? 
How controlled? How maintained? 

5. Make a list of the private institutions 

performing services similar to the 
above. How does such service com¬ 
pare with that rendered by public 
institutions ? 

b. Corrections. 

1. What authorities in the state declare 

what constitute crimes? 

2. Purpose of correctional institutions: 

a. Punish criminals. 

b. Reform criminals. Classify state 

institutions dealing with crime 
under a and b. 

3. State prison. 

a. Where located ? Indicate on map. 

b. Equipment, buildings, etc. ? 

c. Under whose supervision is it? 

d. How are prisoners cared for? 

e. What employment is given them ? 

4. State control of county jails. 

a. What authority does the state exer¬ 

cise over county jails? 

b. Through what officers? 

5. State Reform School (for boys) ajid 

Maine Industrial School (for girls). 

a. Where are they located? (Locate 

on map.) 

b. When were they established ? 

Why? 

c. What equipment have they? 

d. Under whose supervision are they ? 

e. Who may be committed to the 

schools ? 

f. What is the purpose of the schools ? 

How is the purpose accom¬ 
plished ? 




GUIDE TO CIVICS. 


65 


Control of business and industries. 

a. Public utilities. 

1. What is a public utility ? Name all you 

can. 

2. What control has the State of Maine 

over: 

a. Chartering public utility corpora¬ 

tions? How may a charter be 
secured ? Give steps to be taken 
in securing a charter? 

b. Regulations of service, equipment, 

etc. ? 

c. Rates charged for services? 

d. Relation of a public utility corpora¬ 

tion to local units of govern¬ 
ment? 

3. Maine’s Public Utilities Commission. 

(a) When established? 

(b) How are its members chosen? 

Names of members? 

(c) What are the chief services per¬ 

formed by the commission? 

b. Private corporations. 

1. How may a private company be incor- 

ported? Form of charter? From 
whom is the charter received ? What 
steps are taken in securing it? 

2. Is it easier to secure a charter from 

Maine than from Massachusetts? 
New York? Why? 

3. Why do so many corporations outside 

of the state seek incorporation in 
Maine? 

4. What effect upon industrial develop¬ 

ment and industrial problems has 
Maine’s policy regarding chartering 
outside corporations? 

5. Is there a corporation tax in Maine? 

6. What control has the state over a pri¬ 

vate corporation chartered by it? 


66 


EDUCATIONAL L'EPARTMENT. 


c. Labor legislation and control. 

1. Workmen’s compensation? 

2. Minimum wage law? 

3. Child labor law? 

4. Number of hours per day on public 

works ? 

5. Number of hours per day for women ? 

6. Work at night? 

7. Laws concerning trade unions ? By 

whom are such laws administered ? 

8. What further laws are advocated re¬ 

garding working men and women ? 

d. Prohibition of traffic in intoxicating liquors. 

1. Date of first prohibitory law? Of con¬ 

stitutional amendment regarding pro¬ 
hibition ? 

2. What means are provided for enforcing 

prohibitory legislation ? 

3. What influence has the prohibition issue 

upon state politics? 

6. Control of natural resources. 

a. Make a list of Maine’s natural resources, 

(timber, waterpower, etc). 

b. What are their importance to her industrial 

life? 

c. What is Maine’s policy regarding the devel¬ 

opment of natural resources? To what 
extent are they developed? 

d. Conservation of natural resources: Rela¬ 

tion of conservation of water supply to 
the future of industrial development of 
the State? Relation of conservation of 
forests to water supply? 

e. What, if anything, has the state done to keep 

the forest lands, etc., from falling into 
the hands of a few individuals? 

f. To what extent are natural resources already 

monopolized ? 

g. What is the state doing to protect wild game 

and fish. (See game and fish laws). 






GUIDE TO CIVICS. 


67 


h. What is being done to protect the forests 
against moths ? Potatoes against the 
scab, etc. ? 

7. Public improvements and public property. 

a. Roads. 

1. Total mileage of state aid roads? 

2. Compare milgeage and character of im¬ 

proved roads with those of neighbor¬ 
ing states. 

3. How much state aid is given to the 

building of good roads? 

4. Why should the state aid in road mak- 

ing? 

5. Who makes the appropriations? How 

are they raised? 

6. Who supervises the distribution of the 

appropriation ? 

7. Who supervises the expenditure of state 

funds for roads? 

b. What other local improvements receive 

state aid? 

c. Public property. 

I. Public buildings. 

8. Fix qualifications for voting. 

9. Create and safeguard personal and property rights. 

10. Administration of justice. 

a. Why is the administration of justice a state 

function ? 

b. Jurisdiction of the several grades of courts 

(for grades of courts see diagram, p. 58.) 

c. Point out some way in which each court pro¬ 

tects your interests. 

d. Civil cases. 

1. What is the difference between civil 

cases and criminal cases? 

2. Procedure in civil cases. 

a. Parties to suit: plaintiff; defend¬ 

ant. Define the terms. 

b. What is the first step in a civil 

case? 


68 


EDUCATIONAL DEPARTMENT. 


c. Second step: writ summoning the 
defendant. What is the form of 
the writ ? By whom issued ? By 
whom served? 

e. Pleading. 

1. Declaration made by the plaintiff? 

2. Answer made by the defendant. In 

what form and by whom are (i) and 
(2) made? 

f. Trial. 

1. What part has the judge in conducting 

the trial? 

2. Who determines whether the trial is 

before a judge or before a jury? 

3. If before a jury. 

a. How and by whom is a jury 

drawn ? 

b. Number in jury? 

c. Name of trial jury? 

d. Who has charge of the jury during 

the trial? 

4. Verdict. 

a. By unanimous or majority vote of 

jury? 

b. Describe the manner in which a 

jury comes to a decision. 

c. By whom and in what form is the 

verdict announced ? 

5. How and by whom is the verdict of the 

jury enforced? 

6. What are the duties of the sheriff dur¬ 

ing a trial? 

7. How are witnesses summoned and 
forced to testify? What is the form of 
the oath taken? 

8. By whom is the record of the trial kept? 

g. Upon what grounds may an appeal from the 

verdict be taken? By whom granted or 
denied? To what court may the case be 
carried ? 




GUIDE TO CIVICS. 


69 


h. Criminal cases. 

1. What is crime? Who in the state de¬ 

termines what acts shall be deemed 
crimes ? 

2. Procedure in criminal cases ? 

a. Arrest—by whom may an arrest be 

made? May an arrest be made 
without a warrant ? Get a copy 
of a warrant. Note the form. 
By whom is the warrant issued ? 
To whom is it returned? 

b. Persons accused of minor crimes or 

offences are tried in what 
courts ? 

c. Preliminary hearing (in case of a 

graver off'ense). 

a. Before whom ? 

b. What is a “writ of habeas 

corpus ?” 

c. What is “bail?” When is it 

allowed ? 

d. Indictment by “grand jury.” 

a. Number jof members of a 

grand jury? 

b. How is a grand jury drawn? 

c. How does it differ from a 

“traverse” jury? 

d. What is the indictment ? What 

is its effect? Its form? 
(Get a copy.) 

e. Trial 

1. Who conducts the prosecu¬ 

tion ? 

2. Who defends the accused in 

case he is too poor to pay a 
lawyer? 

3. Jury (See 3 under e under 
civil cases.) 

Plea of the accused. 


4 - 


70 


EDUCATIONAL DEPARTMENT. 


5. Giving of evidence. 

(a) How are witnesses sum¬ 

moned ? 

(b) Oath taken by witness ? 

6. Argument of counsel. 

7. Judge’s charge to jury: 

1. What is its purpose and 

nature ? 

2. Effect upon the jury’s de¬ 

cision ? 

8. Verdict. Is an unanimous vote 

of jury required? What is 
the result of a disagreement 
among the jurors? 

9. Sentence : Determined by the 

judge or by the jury ? How 
given ? 

10. In case of conviction, by whom 
is the judgment executed? 
f. Appeal: 

1. Upon what grounds? 

2. Granted by whom? 

, 3. What action may be taken by 

the supreme court concern¬ 
ing the case ? 

i. How and under what condition may cases be 

appealed from the supreme court of the 
state to the supreme court of the United 
States ? 

j. What is the ‘law court” in Maine? What 

services are performed by it ? 

II. Defense. [Against foreign invasion and internal 
disorder.] 
a. Militia. 

1. Who are subject to military service? 

Who are exempt ? 

2. How, when, and by whom are persons 

enrolled for possible military service? 
Where and by whom are the lists of 
the enrolled kept? 


GUIDE TO CIVICS. 


71 


3. National Guard. 

a. What is it ? 

b. When first organized ? 

c. Enlistment: 

1. How may one enlist? 

2. Qualifications ? 

3. What is the length of the term 

of enlistment? 

4. What is the age limit for en¬ 

listment ? 

d. Organization of the National 
Guard: 

1. What are its units called? 

(Company, etc.) Number in 
each? 

2. What are the kinds of units? 

(Artillery etc.) 

3. Give the names of the officers. 

How are they appointed? 

e. Equipment: 

1. Drill room and armory. 

2. Arms, etc. 

f. Discipline and martial law. 

g. What services are rendered by the 

National Guard? 

Sources of information. 

1. Constitution of the State of Maine. 

2. Revised Statutes. 

3. Acts and Resolves of the Legislature. 

4. Journals of the House and Senate of the Maine 

Legislature. 

5. Rules of the House and Senate (in House and 

Senate Journals.) 

6. Maine Reports (Cases determined in the Supreme 

Judicial Court.) 

7. State Superintendent of Schools, Report of. 

8. State Board of Charities and Corrections, Report 

of. 

9. State Board of Health, Report of. 


72 


EDUCATIONAL DEPARTMENT. 


10. Board of Trustees and Officers of the Juvenile In¬ 

stitutions of Maine, Report of. 

11. Maine State Prison, Reports of Inspector, Ward 

ens. 

12. Augusta and Bangor State Hospitals, Reports of. 

13. Public Utilities Commission. Report of. 

14. Department of Labor and Industry Report of. 

15. Adjutant General, Report of. 

16. Health, H. M. Maine Corporation Law. 

17. MacDonald, Wm. The Government of Maine. 
VIII. How the services of the state are paid for. 

1. Which of the following forms of taxation are used 

in Maine? 

a. Personal property tax? 

b. Tax on real estate? 

c. Income tax ? 

d. Corporation tax ? 

e. Inheritance tax ? 

2. Is it possible to classify property for purpose of 

taxation, so that different rates may be made for 
different kinds of property? 

3. Are mortgages taxed? 

4. What kinds of property are exempted from taxa¬ 

tion in Maine. 

5. Who assesses property for taxation ? Who collects 

taxes? With what state officer are taxes depos¬ 
ited ? 

6. What other sources of revenue has the state? 

7. How may money be drawn from state treasury? 

8. Is there a uniform system of accounting among 

the several state departments ? 

9. Who audits the accounts of the state departments ? 

10. How may the state borrow money ? Is there a state 

debt limit ? What is the present state debt ? For 
what was it incurred ? What provisions are 
made for paying it off? Compare amount with 
that of some other state. 

11. What was the total income of the state last year? 

. 12. What was the total expenditure of the state last 
year? 



GUIDE TO CIVICS. 


73 


13. Show by diagram distribution of state expendi¬ 
tures. (For form see p. 27.) 

Sources of information. 

1. State Treasurer, Reports of. 

2. Special Tax Commission of 1908, Report of. 

3. Commissioner of Corporations, Report of. 

4. Acts and Resolves of Legislature of Maine. 

5. Revised Statutes of Maine. 

6. Board of State Assessors, Report of. 

NATION- 

L Population. 

a. Total 1910? Increase over 1900? 

b. Per cent, of native born? Foreign born? Of for¬ 

eign born parents? 

c. How many immigrants come to United States last 

year? From what counties? What are some of 
the causes of their coming? 

II. Constitution. 

Should be studied in connection with American History. 
(See outline in American History Course.) 

III. Government, organization of. 

I. Diagram. 

b. Fill out blanks and add others. Complete 
the diagram. 

IV. How offices are filled. 

I. Elective. 

a. Representative to Congress. 

1. How are nominations made? 

2. What provisions in the federal consti¬ 

tution and federal laws govern elec¬ 
tions 

a. Date of elections? 

b. Place of holding elections? 

c. Other provisions ? 

2. State laws relative to forming of Con¬ 

gressional districts. 

3. Draw a map of the Congressional dis¬ 

tricts of Maine. 

b. Senate. 

I. Earlier method of electing Senators? 


6 



74 


EDUCATIONAL DEPARTMENT. 


2. Present method of electing Senators? 

Why the change? 

3. Date of elections? (See i and 2 under 

c below.) 

c. President and Vice-president. 

1. How nominated: 

a. National party conventions. 

1. How called? 

2. What are the rules regulating 

representation in the na¬ 
tional conventions? 

3. Describe proceedings of the 

conventions. 

b. Presidential direct primaries: 

1. When first used? 

2. Arguments for and against ? 

2. Campaign. 

a. Organization of national political 

parties. 

b. How are the expenses of campaigns 

and of the party organization 
paid ? 

c. What national legislation is there 

relative to campaign contribu¬ 
tions ? 

2. Appointive positions. (See diagram p. 85.) 

1. By President and Senate? 

2. By President (through cabinet) ? 

3. Civil service commission and classified ser¬ 

vice. 

a. When was Civil Service Commission 

created ? Why ? 

b. Proportion of civil service under classi¬ 

fied list? 

4. Unclassified service, 

a. Kinds of positions under unclassified 

service ? 

b. Proportion of civil service unclassified? 
V. Service rendered by United States. 

I. Postal service. 





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GUIDE TO CIVICS. 


75 


2. Rivers—harbors. Improvement of highways. Is 

the National Government doing anything to im¬ 
prove Maine roads? 

3. Health. 

a. Pure food and drugs. 

b. Quarantine, etc. 

4. Industries and labor. 

a. Department of commerce. 

b. Power over inter-state commerce. 

c. Regulation of railroad rates. 

d. Department of labor. 

e. Labor legislation. 

f. Regulation of trusts. 

g. Public lands. 

h. Irrigation. 

i. Agricultural colleges. 

j. Immigration. 

k. Protective 'tariff. 

5. Conservation of natural resources. 

6. National defense. 

(a) Army. 

(b) Navy. 

7. Relations with foreign countries. 

8. Coinage and banking. 

9. Determining disputes between states, etc. 

VI. How services are paid for. 

1. Taxation. 

a. ^Forms of federal taxation. 

1. Direct taxes. (Kinds of?) 

2. Indirect taxes. (Kinds of?) 

Classify different kinds of taxes under 

a and b. 

b. Limits upon taxing power of congress. 

c. How are the different forms of taxes as¬ 

sessed? How are they collected? 

d. Who votes the appropriations? 

e. Who oversees the expending of the appro¬ 

priations ? 

2. Sources of revenue other than taxation ? 


76 


EDUCATIONAL DEPARTMENT. 


3. Toital revenue last year? 

4. Total expenditures last year? 

Sources of information. 

1. Bryce, James, American Commonwealth, 2 vols., 

Macmillan Company, New York, 1910. New 
edition. (Or abridged edition, i vol.) 

2. Beard, C. A., American Government and Politics, 

Macmillan Company, New York, 1914. 

3. Woodburn, James A., American Republic, Put¬ 

nam’s, New York, 1903. 

4. Among the more valuable textbooks on civics the 

following should be named; 

Beard, C. A. and M. R., American Citizenship, 
Macmillan Company, New York. 

Forman, S. E., The American Republic, Century 
Company, New York. 

Guitteau, W. B., Government and Politics in the 
United States, Houghton Mifflin Company, Bos¬ 
ton. 

Guitteau, W. B., Preparing for Citizenship, Hough¬ 
ton Mifflin Company, Boston. 

Dunn, W. A., Community and Citizen, D. C. Heath 
& Co., Boston. 

Boynton, F. D., School Civics, Ginn & Co., Boston. 
Hill, Mabel, Lessons for Junior Citizens, Ginn & 
Co., Boston. 

Note: Use should be made of the reports of the vari¬ 
ous administrative departments of the 
United States Government. 


Errata. 

Page 15, line 32, instead of “Indian schools,” read “Indiana 
schools.” 

Page 48, line 30, instead of “man” read “men.” 

Page 55, line ii, instead of “Abbott, S. C.,” read “Abbott, 
J. S. C.;” line 20, instead of “Sylvester, H. M. S.,” read 
“Sylvester, H. M.” 






















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